NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ822151
Record Type: Journal
Publication Date: 2009-Jan
Pages: 26
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-1938-8071
Reading Instruction in Secondary English Language Arts Classrooms
Lawrence, Salika A.; Rabinowitz, Rosanne; Perna, Heather
Literacy Research and Instruction, v48 n1 p39-64 Jan 2009
This article uses data from three qualitative research studies to explore how the instructional choices teachers make impact students' literacy development in secondary English Language Arts (ELA) classrooms. This report documents that secondary teachers are using various instructional strategies to combine literature content and literacy instruction with opportunities for students to interact with different types of text. The approaches used by the 11 ELA teachers in the study indicate that incorporating research-based strategies and emphasizing metacognitive instruction improves students' reading skills. The findings suggest that when teachers provide in-class time for students to read and discuss text with peers, students are more engaged and able to interact with text on more meaningful levels. (Contains 3 figures and 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A